books if that action would serve to break down entirely the barriers that prevent the North and the South from becoming reunited in love and allegiance.

John W. Frazier, commander of a Philadelphia Grand Army Post, has proposed that Congress appoint a commission to prepare a history of the war and its causes which shall be satisfactory to both sections and which can be used for school purposes. He suggests that the commission might comprise the President of the United States, the Chief Justice of the Supreme Court, and the commanders in chief of the Grand Army and the Confederate Veterans. Much of real interest would necessarily be omitted from such a history, but what difference would it make if the children of the primary and secondary grades were given no more than the dry bones of the war period for at least two generations. Those students who may wish to go into the heart of the matter can do so at an age when prejudice has given place to reason.

For San Francisco's Schools THIRTY-FOUR schools were burned after the earthquake of April 18, 1906. As a consequence more than 400 teachers and 20,000 children have no class rooms.

The great destruction of property, the extraordinary demands upon the public purse in every direction, leave the school authorities confronted with the prospect of interminable delay in the erection of new buildings unless outside aid is secured.

During the summer schools have been conducted in tents furnished by the United States military authorities in Golden Gate Park. Soldiers have served as truant officers; a drill sergeant puts the boys through setting-up exercises. Stow lake has furnished opportunity for swimming, so that the children have been enjoying the summer session; but the cold

winds of the winter season and the driving rains will transform this enjoyment to misery. Temporary structures must be utilized, but the great need is expedition in the erection of permanent schoolhouses.

In

It is estimated that $6,000,000 will be required to replace the ruined school buildings, and many generous subscriptions for the purpose have been received from various parts of the country. order that this movement may be stimulated and become better known, the Mayor, the Board of Education and the Superintendent of Schools have been constituted a committee, with power to receive such subscriptions as may be tendered.

From this committee AMERICAN EDUCATION has received the following letter:

San Francisco, Cal., June 15, 1906. AMERICAN EDUCATION, Albany, N. Y.

My dear sir. I am enclosing herewith. a circular entitled "San Francisco's School Situation," which is in effect an epitome of the present condition confronting our school department.

A general movement has now gained considerable headway in our country for the rebuilding of our burnt and damaged schools through the aid of friends of education everywhere. Any assistance which you are able to give in extending this by before you, will be greatly appreciated. the publication of the facts here placed Very truly yours,

ALFRED RONCOVIERI,

Superintendent of Schools.

We believe that this call for help will be answered generously by the people of America, and especially by the teachers and pupils of the public schools. The Superintendent of Schools of San Francisco will furnish on application plans for raising funds in schools, cities, counties. or States.

A Crusade Against Child Slavery

A COMMENDABLE crusade to save the children from the evils of child labor has been begun by the Woman's Home Companion. The articles already published portray vividly industrial conditions which present a national problem that cannot be overlooked by an intelligent citizenship. Every child in America is entitled to an education, but corporate greed has snatched 2,000,000 of them from their rightful heritage. Here is a theme for the social and economic investigators which will out-parallel the disclosures of rotten insurance methods, and standard oil and beef trust scandals.

In Pennsylvania there are not less than 24,000 children under sixteen working in breakers or in the mines; the cotton mills of the South employ more than 60,000/ little boys and girls, all under the age limit recognized by humanity and the law; children in our great cities, hidden away in dark tenements and cellars, out of sight and beyond the protection of the law, work long, weary hours at unhealthy Occupations that sap their vitality and send them to a premature death or create in their minds distorted ideas which make them dangerous citizens.

Can anyone read the story of little Esther Silverstein, eleven years old, who was found in a foul-smelling Pittsburg tenement, helping her mother make cheap "stogies," without feeling a deep sense of injustice at the indifference of government and society to such matters. Then there was little Rosa Gozzola, Gozzola, who worked all day making artificial flowers, the kind used by fashionable milliners. She had never seen any real flowers until a fresh air mission sent her to the country. When she saw the beautiful living specimens of God's handiwork she asked: "Do yer think as Gawd's riled wif us fer making them there roses so bad?" Little Ephraim Goldberg was found in a New

59

York basement making paper bags at four cents a thousand bags. These are only three instances out of several thousand cases that have been investigated. Is it any wonder that a race of anarchists and socialists is being reared in America?

ANTI CHILD LABOR CREED

I.

WE BELIEVE in the right of every child to health and education.

II

III.

IV.

V.

VI.

VII.

VIII.

IX

NEW YORK CITY

A written examination for license as teacher of physical training in elementary schools will be conducted, September 17, 1906, at the Hall of the Board of Education, Park Avenue and 59th Street. An oral and practical examination will be given on September 18. No person will be eligible for this license whose age on September 17, 1906, is under twenty-one or over forty years. Each applicant must have the following qualifications: (a) Graduation from a satisfactory high school or institution of equal or higher rank, or an equivalent academic training, or the passing of an academic examination; (b) the completion of a satisfactory course of professional training of at least two years in physical training; (c). three years' experience in teaching physical training, which three years must not include the two years devoted to professional training; or six years' experience as a class teacher teaching physical training a satisfactory portion of the time, which six years may be inclusive of the years devoted to professional training. The written examination will be upon (a) applied anatomy, physiology and hygiene; (b) history and literature of systems of physical education; (c) gymnastic games and athletic sports; (d) the principles and the practice of physical training, including principles of education, methods of instruction and class management.

At the new De Witt Clinton high school on 59th Street there are sittings for 3,000 pupils and 900 can be cared for at one time in the lunch room.

The administration of Principal Lyman A. Best, as president of the Brooklyn Teachers' Association has been sustained by his reelection although the vote was close. His opponent was Dr. Charles O. Dewey. Mr. Best had been attacked for his course in connection with the Pettingill schedule salary suit, but in his annual report was a complete vindication of his work.

Walter S. Knowlson of Poughkeepsie and Ernest E. Smith of Mohawk have been appointed assistant teachers of history, the former in Erasmus Hall high school and the latter in the boy's high school.

Albert Shields, principal of No. 40 Manhattan has been elected district superintendent to succeed Gustave Straubenmüller who has become associate superintendent. A few years ago Mr. Shields was offered the position of Superintendent of schools of Venezuela. Principal John W. Davis succeeds Arthur McMullin as assistant superintendent in the Bronx.

A novel school, said to be the only one of its kind in the United States, is in the old two-story public school No. 120, on Broome street, and has been established especially for the benefit of children of foreign parentage who have been crowded out of other schools and those who are naturally a little backward in their studies.

Miss Olive M. Jones is the principal and she is a preceptress of large experience. Miss Julia Richmond, the district superintendent, is the organizer. Miss Jones, when asked about the school and her plans, said:

"Special attention is given to boys who are backward. If you take boys of 13 and 14 years of age and place them in classes with boys of 8 and 9 years they become ashamed, and rather than attend the 'baby class,' as they call it, stay away from school altogether. These boys we give the assistance they need. The lads are subjected to a patient influence under women of tried experience. The gymnasium and workshop furnish an outlet for their surplus spirits."

amount

J. H. Thiry of Long Island City, New York, has compiled an interesting table of statistics showing the progress of the school savings bank idea in the United States. The system is now in practice in 1,089 schools of 109 cities of twentytwo states. In these schools 191,009 pupils have saved $2,782,012.27. Of this $2,165,072.63 has been withdrawn, leaving the sum of $616,939.64 in the names of the young All that a depositors, on January 1, 1905. teacher has to do to start a school savings bank is to collect any money the children of her class desire to save.

The close of the 16th season of public lectures given free to the people of New York City under the auspices of the board of education, was celebrated by a re-union of more than 200 members of the public lecture corps at the Hotel Astor, May 4. The experiment of giving education to adults by means of lectures was begun in six school houses seventeen years ago, and about Dur20,000 persons attended the 186 lectures. ing the season just closed over 5,000 lectures were given to 1,250,000 people.

THE SCHOOLS OF CHICAGO

The

Margaret Haley is reported to have discovered a graft in chalk in the Chicago schools. teachers had been using for years 4 cent chalk, without complaint. Suddenly chalk costing 171 cents a box was substituted, but it was so greasy that the marks could not be erased from the boards by dry rubbing. The condition grew maddening but the teachers dared not say a word. That was last year. Now it is different. Mayor Dunne appointed Jane Addams and Dr. Cornelia de Bey members of the school board and these two ladies began to hear things. investigation was made and there are signs that the city is being saved a few pennies on the purchase of chalk.

An

The disbursements by the Chicago board of education in 1905 for school text-books was $67,000. Of this amount the American Book Company received nearly $21,000, Rand, McNally & Company, nearly $16,000, Silver, Burdett & Co., nearly $10,000, and the Macmillan Company, nearly $7,000.

Never before has any Chicago board of educa tion undertaken such an enormous amount of school building construction as has been ordered in the last eight months by the present trustees. The preliminary report of Assistant Business Manager Franklin shows that new structures at an estimated cost of $2,551,987.97 have been decided upon. Other new schoolhouses under consideration probably will run the grand total above $3,000,000 before the end of the school year. Last year $2,200,000 was ordered spent The trustees, by this large expenditure, have planned accommodations for 17,672 additional pupils, counting forty-seven seats to each room, the average number of children now assigned to each teacher. The board now has 5,201 schoolrooms in use, of which 102 are in rented buildings giving accommodations to 4,686 pupils.

By a vote of 15 to 3 the board of education has adopted the scheme proposed by Superintendent Cooley for the promotion of teachers, and put at an end the controversy which for more than five years has been raging between that body and the Chicago Teachers' federation. Briefly, the new plan contemplates that no teacher's salary shall be increased after a certain maximum paid for length of service is reached, unless she shows increased efficiency. To show

this she is required to take a course of study in the Chicago Normal School or some accredited college or university and pass such tests as may be required there. This differs mostly from the old plan in that it permits the teachers to attend a college instead of taking the course and examination prescribed by the superintendent of

schools.

Quoting figures to show that thousands of children annually are forced out of school or compelled to do their year's work over again because of lack of individual attention, Supt. Cooley, in his annual report to the board of education, declares the present system of overcrowding the schoolrooms is "wasteful of the lives and efforts of the children." Under the existing conditions, he says, it is impossible for the teacher to give special attention to the personal peculiarities of the pupils, and the deplorable insufficiency of personal attention which the pupils receive from their teachers has forced a large number of children out of the schools into the factories and workshops.

REGENTS EXAMINATIONS

For Teachers' Elementary and Academic Certifi

cates

JANUARY 22-26, 1906.

(Continued from June.)

ELEMENTARY ENGLISH

Questions

I Analyze by diagram or otherwise the following

sentence:

Assault your bee tree boldly with your ax, and you will find that when the honey is exposed, every bee has surrendered.

2 Answer either A or B:

A Give the principal parts of the following: draw, laugh, fly, lead, break, blow. B Give the plural of each of the following: penny, race, leaf, mouse, gentleman, handful, box, hero, axis, he, my, her. 3 Combine the following into two good sentences; tell what kinds of sentences you have made: Peggy Mel came up in great haste she was loaded with apple blossom honey she deposited it she rushed off again all the other bees exclaimed let's follow and away they went.

4 Answer either A or B:

A In the following, contract the phrases to
single words and the subordinate clauses
to phrases; what change results in the
form of the complex sentences?

a He obeyed with cheerfulness.
b This is a matter of importance.
c To read is Robert's chief delight.
d John decided that he would try
again.

e Their mother, who was watching at
the window, smiled and waved her
hand.

B Write (a) an interrogative sentence containing an adjective in the comparative degree, (b) a complex declarative sentence containing a verb in the emphatic from, present tense, (c) an exclamatory sentence containing an infinitive.

5 Correct 10 of the following sentences: (a) He learned us how to punctuate, (b) It dont seem cold to me, (c) Please, mother, can I go? (d) A man whom she thought was Basil appeared, (e) Everybody knows their own business best, (f) Neither of them are very studious, (g) I like these kind of apples, (h) He lay down the snow shovel, (i) The days not only seem short but also dark, (j) He wants you and I to do better, (k) I did not read but a little while, (1) Whose book is laying on the floor?

6 Answer either A or B:

A A cousin visited you during the Christmas holidays.

Write a letter to a friend, telling what
you did to entertain your cousin.

B Let Gabriel write a letter to his father
Basil, telling about his wanderings.

7. Look at the picture described in the following lines. Make a list of the objects that you

see.

What prominent object is in the middle of the foreground? How are the other objects grouped about it?

Near to the bank of the river, o'ershad

owed by oaks from whose branches Garlands of Spanish moss and of mystic mistletoe flaunted,

Stood, secluded and still, the house of the herdsman. A garden

Girded it round about with a belt of luxuriant blossoms,

Filling the air with fragrance.

At each end of the house, amid the flowers of the garden,

Stationed the dovecots were. . .

The line of shadow and sunshine Ran near the tops of the trees; but the house itself was in shadow.

8 Describe one of the characters in Evangeline, either (a) picturing the appearance of the person, or (b) telling what the person said or did that interested you.

Answers

I It is a compound imperative sentence. Principal clauses are you (understood) assault and you will find. And connects the verbs assault and will find. Subject of the first principal clause is you (understood); predicate, assault; object bee

tree.

Assault is modified by the adverb boldly and by the adverbial phrase with your ax, consisting of the preposition with with its object ax. Ax is modified by the possessive pronoun your. Bee tree is modified by the possessive pronoun your. Subject of the second principal clause is you; predicate, will find; object, the noun clause that every bee has surrendered, etc. That introduces the noun clause. The subject of the noun clause is bee; predicate has surrendered. Bee is modified by the adjective every; has surrendered is modified by the adverbial clause of time honey is exposed. Honey is modified by the adjective the. When connects is exposed to the verb has surrendered, which it modifies.

2 a) Draw, drew, drawing, drawn; laugh, laughed, laughing, laughed; fly, flew, flying, flown; lead, led, leading, led; break, broke, breaking, broken; blow, blew, blowing, blown.

b) Pennies or pence, races, leaves, mice, gentlemen, handfuls, boxes, heroes, axes, they, their or them.

our,

3 Peggy Mel came up in great haste, loaded with apple blossoms which she deposited. Complex declarative sentence. As she rushed off again all the other bees exclaimed, "Let's follow," and away they went.

Compound declarative sentence.

4 (a) He obeyed cheerfully, (b) This is an important matter, (c) Reading is Robert's chief delight, (d) John decided to try again, (e) Their mother, watching at the window, smiled and waved her hand.

The sentences (d) and (e) are both changed to simple sentences.

(a) Is she a better girl than I am?

(b) I do study when no one disturbs me (c) O that I might go to see him

5 Substitute (a) taught for learned, (b) doesn't for don't, (c) may for can, (d) who for whom or to be for was, (e) his for their, (f) is for are, (g) this for these, (h) laid for lay. (i) Place not only immediately before short. (1) Substitute me for

Your welcome letter was received the 23 inst. and I was pleased to hear that you had such a merry Christmas. I have had a fine time during the holidays. My cousin, George Williams, came from Malone the day before Christmas and stayed with us several days.

Christmas Eve. the young folks including myself retired early so that father and mother could trim the Christmas tree. We were all up early the next morning to receive our long wished for presents. We had a delicious Christmas dinner and at night popped corn and made candy. During the following week, cousin George, my brother and I spent much of our time coasting and skating. New Year's eve I gave a party in honor of my cousin who returned home the next day.

Hoping to hear from you soon, I am
Your loving friend,

Jennie White.

(b) Camp in the Ozark Mts., May 3, 1714 Dear Father:

It has been a long time since I have heard from you or about you, but I hope you are as well as when I saw you last. I am still pushing my way northward and I do not care to go back to Louisiana. I am so restless, that I can stay only a little while in one place.

Have you seen or heard anything from Evangeline? I haven't and am afraid I never shall. If we could only find her and take her to Louisiana, then I would be happy and contented there. This is a hard life I am leading now, but it helps me forget my troubles. So do not expect

me home for some time.

Your loving son,

Gabriel.

7 River, bank of a river, oaks, moss, mistletoe, house, garden, flowers, dovecots.

A house stands in the middle of the foreground. It is near the bank of a river and is overshadowed by oaks whose branches are covered with moss and mistletoe. A garden of fragrant flowers surrounds the house and, amid the flowers at each end of the house, are the dovecots.

8

EVANGELINE

Her

Evangeline, the daughter of Benedict Bellefontaine and the pride of the Acadian village of Grand Pré, was a tall, slender maiden. simple Acadian dress rendered her graceful form puritanically severe yet detracted nothing from its symmetry. She was fair to behold, eyes black like unto a raven's wing and hair like spun sunshine, but she looked still fairer on a Sabbatn morning when with her prayer book in her hand she starts down the street toward the meeting house, her saintly face expressing the piety of her soul and the purity of her thoughts.

ENGLISH FIRST YEAR

Questions

I Select from the following quotation (a) a noun clause, (b) an adjective clause, (c) an adverbial clause; mention the subdivision of the adverbial clause and give the syntax of each clause selected: